Grade: 10/High School Subject: Biology Author: Brianne Duffy
Mutation Nation
Standards: LS3(9-11)7b - investigating how the sorting and recombination in sexual reproduction results in a variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
LS4(9-11)9b - providing an explanation of how the human species impacts the environment and other organisms (e.g. reducing the amount of the earth’s surface available to those other species, interfering with their food sources, changing the temperature and chemical composition of their habitats, introducing foreign species into their ecosystems, and altering organisms directly through selective breeding and genetic engineering).
Context: Students will be divulging into the world of genetic mutations. First we will go over the structure of the gene, and chromosome (that they should be familiar with from mitosis/meiosis), and then we will move on to talk about how mutations occur. We are now in Phase 2. I would suspect that this section of the unit would take about three class class periods to complete.
Classes run on a rotating, two day BLOCK schedule. Classes meet every other day for 90 minutes.
Opportunities to Learn: Materials: - Mutations PowerPoint Presentation - Slide Handouts for the Class - DNA Structure Models - Smartboard/Projector - Students personal notebooks and writing utensils - Colored Pencils - Video segment (http://www.teachersdomain.org/resource/tdc02.sci.life.gen.mutationstory/)
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: Students will have a general understanding of genetic mutations, understand the pros and cons to such mutations, and how they can influence a population. Students will begin to think about how genetic mutations can be passed on from parent to offspring for many generations.
Instructional Procedures:
Opening (15 minutes) I will begin opening the lesson by showing a serious of images of organisms with genetic mutations. This will get the visual attention of the students as well as helping them understand how diverse mutations are. I would then prompt the students with the following questions:
Can you find anything in common with any of these images?
Are there any aspects of the images that struck you?
How do these images differ from what we normally accept?
Body: The bulk of this phase will occur over a three class period. This lesson will be referred to as Agenda #1. Students will first be introduced to the images. Then we will go over the structure of a DNA molecule on the board. In an ideal setting, there would be a model to use and show to the class. I suspect most of the material would be review from the previous unit on mitosis and meiosis. Students will be provided with colored pencils so their notes on DNA molecule are more clear. We will then begin going over the PowerPoint. There are Still interactive parts of the PPT that students will be engaged in. We will then watch the clip "Mutation Story," on malaria. The class will then lead back to the opening, where we will discuss how not all mutations are phenotypically observed. The agenda can be broken down as follows:
Agenda #1
Opening (15 minutes)
Go over DNA Structure (20 minutes)
Mutations PowerPoint (40 minutes) 25 slide PPT, this leaves about 90 seconds per slide.
Closing (10 minutes)
Closing: In the closing, we will watch a clip on the mutations causing Malaria. In this segment, students will see a real life application of genetic mutations. This will also give me the chance to draw back to the opening. This could look like the following:
Remember the photos we looked at, at the beginning of class, each of those genetic mutations displayed a phenotypical mutation as well. Who remembers what phenotype means?
What other disease can you think of that don't display obvious phenotypical traits?
Assessment: Students will be assessed based on their Quiz 2 quiz grades, their in class performance and their collection of work from the unit.
Tiering Options: Tiering does not seem necessary for the nature of this lesson, but it is important to remember the pacing of lecturing, depending upon the level of learners.
Subject: Biology
Author: Brianne Duffy
Mutation Nation
Standards: LS3(9-11)7b - investigating how the sorting and recombination in sexual reproduction results in a variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
LS4(9-11)9b - providing an explanation of how the human species impacts the environment and other organisms (e.g. reducing the amount of the earth’s surface available to those other species, interfering with their food sources, changing the temperature and chemical composition of their habitats, introducing foreign species into their ecosystems, and altering organisms directly through selective breeding and genetic engineering).
Context: Students will be divulging into the world of genetic mutations. First we will go over the structure of the gene, and chromosome (that they should be familiar with from mitosis/meiosis), and then we will move on to talk about how mutations occur. We are now in Phase 2. I would suspect that this section of the unit would take about three class class periods to complete.
Classes run on a rotating, two day BLOCK schedule. Classes meet every other day for 90 minutes.
Opportunities to Learn:
Materials:
- Mutations PowerPoint Presentation
- Slide Handouts for the Class
- DNA Structure Models
- Smartboard/Projector
- Students personal notebooks and writing utensils
- Colored Pencils
- Video segment (http://www.teachersdomain.org/resource/tdc02.sci.life.gen.mutationstory/)
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: Students will have a general understanding of genetic mutations, understand the pros and cons to such mutations, and how they can influence a population. Students will begin to think about how genetic mutations can be passed on from parent to offspring for many generations.
Instructional Procedures:
Opening (15 minutes) I will begin opening the lesson by showing a serious of images of organisms with genetic mutations. This will get the visual attention of the students as well as helping them understand how diverse mutations are. I would then prompt the students with the following questions:
Body: The bulk of this phase will occur over a three class period. This lesson will be referred to as Agenda #1. Students will first be introduced to the images. Then we will go over the structure of a DNA molecule on the board. In an ideal setting, there would be a model to use and show to the class. I suspect most of the material would be review from the previous unit on mitosis and meiosis. Students will be provided with colored pencils so their notes on DNA molecule are more clear. We will then begin going over the PowerPoint. There are Still interactive parts of the PPT that students will be engaged in. We will then watch the clip "Mutation Story," on malaria. The class will then lead back to the opening, where we will discuss how not all mutations are phenotypically observed. The agenda can be broken down as follows:
Agenda #1
Closing: In the closing, we will watch a clip on the mutations causing Malaria. In this segment, students will see a real life application of genetic mutations. This will also give me the chance to draw back to the opening. This could look like the following:
Assessment:
Students will be assessed based on their Quiz 2 quiz grades, their in class performance and their collection of work from the unit.
Tiering Options:
Tiering does not seem necessary for the nature of this lesson, but it is important to remember the pacing of lecturing, depending upon the level of learners.
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